This is the 2nd day of a 2-day lesson that will address the fourth section (Sea-Floor Spreading) of the 5 section unit plan called Plate Tectonics. This second day will continue the process of answering the questions posed by the students in the "want to know" section of KWL concentrating on the subtopics of:
Evidence from molten material.
Evidence from magnetic strips.
Evidence from drilling samples.
Subduction
The students will then document the information they uncovered while answering those probing questions that they previously constructed. They will document that information into their unit wide science tool called the Science Ring - The Earth,
Materials
KWL chart
Wooden sea floor model
Objectives:
Students will be able to:
Model the processes of sea floor spreading.
Construct evidence based explanations of the concept ofsea floor spreading.
Relect on their model practices and argue on validity of the evidence for sea floor spreading.
Document data and reflection outcomes.
Instruction:
Opening:(7 minutes)
Have the following instructions written on the board.
Take out your homework and your textbook. Share your three homework sentences with one neighbor and read his/hers. Talk about it for for 3 minutes and be prepared to explain your partner's sentences as well as your own.
Once attendance is taken, Say: Fellow scientists, we are ready to finish up the section on sea floor spreading and using our KWL cards. Today we will continue to review the section, build a small model of the sea floor to help understand the evidence for sea floor spreading. We will then document our data into our Science Ring - The Earth.
Engagement: Activity 1 - (12 minutes) Choose a random student and have them explain and their neighbor's summarizing sentence for the first topic (Evidence from molten material). If needed allow their neighbor to help, making sure to emphasize how good it is to have science teammates. Lead the discussion through probing questions, resulting in the class acquiring a basic understanding the evidence. Allow other students to participate. Repeat for the 2 other topics :(Evidence from magnetic stripes & Evidence from drilling samples).
Activity 2 Modeling sea floor spreading (20 minutes)
Give each group of 4 students a sea floor model students use the models in groups of 4. They will simulate:
Continents on the crust
Erupting new molten material
Spreading new sections radiating outwards. At each new section simulate change in Earth's polarity.
Each new section will be time stamped and direction of magnetic strips will be documented with yellow stickies.
As each section is added and at end of model building exercise I will ask probing questions to illicit conceptual understanding.
Eg. Where are the oldest strips of magma relative to mid ocean ridge?
Is there a pattern in the direction that the iron in the magma is pointing?
How often does the Earth's polarity change?
What is happening to the continents?
Next, ask the students to explain what happens when two of these expanding sea floors meet.
Adapt the sea floor spreading model to model the two sections of crusts meeting and one of them bends down and sinks into the mantle. Use diagram on page 38 to illustate in conjunction with the model. Incorporate the students' newly acquired knowledge about density from previous section into an explanation of the concept of subduction. Emphasize the importance activating previously learned knowledge into their current activities.
Activity 3 -
Create Science ring cards for each example of evidence for sea floor spreading consisting of definitions as well as for subduction. Insert new cards into the Science Ring - The Earth in their correct places.
Closure:
Say: We have now completed the section on sea floor spreading. I told you that we we continue to review the section, build a small model of the sea floor to help us understand the evidence for sea floor spreading, and then document our data into our Science Ring - The Earth. Have we done so? Any questions?
Homework: Answer the section 4 review questions to be handed in tomorrow.
Assessment:
Formative assessment - Probe for understanding during KWL activitiy for misunderstandings. Probe for understanding during Activity 3 with questions focused on textbook readings. Provide positive reinforcement and redirection throughout. Summative assessment - Adding to Science Ring - The Earth
Lesson Title:Sea Floor Spreading Part 2
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
This is the 2nd day of a 2-day lesson that will address the fourth section (Sea-Floor Spreading) of the 5 section unit plan called Plate Tectonics. This second day will continue the process of answering the questions posed by the students in the "want to know" section of KWL concentrating on the subtopics of:- Evidence from molten material.
- Evidence from magnetic strips.
- Evidence from drilling samples.
- Subduction
The students will then document the information they uncovered while answering those probing questions that they previously constructed. They will document that information into their unit wide science tool called the Science Ring - The Earth,Materials
KWL chartWooden sea floor model
Objectives:
Students will be able to:Instruction:
Opening:(7 minutes)
Have the following instructions written on the board.Take out your homework and your textbook. Share your three homework sentences with one neighbor and read his/hers. Talk about it for for 3 minutes and be prepared to explain your partner's sentences as well as your own.
Once attendance is taken,
Say: Fellow scientists, we are ready to finish up the section on sea floor spreading and using our KWL cards. Today we will continue to review the section, build a small model of the sea floor to help understand the evidence for sea floor spreading. We will then document our data into our Science Ring - The Earth.
Engagement:
Activity 1 - (12 minutes) Choose a random student and have them explain and their neighbor's summarizing sentence for the first topic (Evidence from molten material). If needed allow their neighbor to help, making sure to emphasize how good it is to have science teammates. Lead the discussion through probing questions, resulting in the class acquiring a basic understanding the evidence. Allow other students to participate. Repeat for the 2 other topics :(Evidence from magnetic stripes & Evidence from drilling samples).
Activity 2 Modeling sea floor spreading (20 minutes)
Give each group of 4 students a sea floor model students use the models in groups of 4. They will simulate:
- Continents on the crust
- Erupting new molten material
- Spreading new sections radiating outwards. At each new section simulate change in Earth's polarity.
- Each new section will be time stamped and direction of magnetic strips will be documented with yellow stickies.
As each section is added and at end of model building exercise I will ask probing questions to illicit conceptual understanding.Eg. Where are the oldest strips of magma relative to mid ocean ridge?
Is there a pattern in the direction that the iron in the magma is pointing?
How often does the Earth's polarity change?
What is happening to the continents?
Next, ask the students to explain what happens when two of these expanding sea floors meet.
Adapt the sea floor spreading model to model the two sections of crusts meeting and one of them bends down and sinks into the mantle. Use diagram on page 38 to illustate in conjunction with the model. Incorporate the students' newly acquired knowledge about density from previous section into an explanation of the concept of subduction. Emphasize the importance activating previously learned knowledge into their current activities.
Activity 3 -
Create Science ring cards for each example of evidence for sea floor spreading consisting of definitions as well as for subduction. Insert new cards into the Science Ring - The Earth in their correct places.
Closure:
Say: We have now completed the section on sea floor spreading. I told you that we we continue to review the section, build a small model of the sea floor to help us understand the evidence for sea floor spreading, and then document our data into our Science Ring - The Earth. Have we done so? Any questions?Homework: Answer the section 4 review questions to be handed in tomorrow.
Assessment:
Formative assessment - Probe for understanding during KWL activitiy for misunderstandings. Probe for understanding during Activity 3 with questions focused on textbook readings. Provide positive reinforcement and redirection throughout.Summative assessment - Adding to Science Ring - The Earth
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: